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Location

39 villages in Kaptipada block of Mayurbhanj district, Odisha
Thematic Focus: Education


Project Background

Sikshasandhan was established in 1995 as a resource center for education. It started with the conviction that education is a powerful tool in the empowerment process of tribal and other underprivileged sections of society. Mr. Anil Pradhan has been working as the Member-Secretary of Sikshasandhan since 1996. Mr. Pradhan has developed training modules and has conducted several training programs on Education Objective Oriented Project Planning for NGOs and government functionaries. He has also developed and implemented an innovative education project for children of tribal communities. Over the past thirteen years Sikshasandhan has built its base by gathering valuable experience working in the most backward districts and regions of Orissa. The most notable is the establishment of Alternative Education Centers (AECs) in tribes’ predominant parts of the state through consortium partners. Sikshasandhan also conducts research, provides teacher training programs and workshops and raises awareness through organizing debates and publishing of articles. It has also developed needs-based cultural curriculum and primers for tribe children while also establishing village libraries in the form of a mobile library and a resource library.

Problem Statement:


Sikshasandhan was established in 1995 as a resource center for education. It started with the conviction that education is a powerful tool in the empowerment process of tribal and other underprivileged sections of society. Mr. Anil Pradhan has been working as the Member-Secretary of Sikshasandhan since 1996. Mr. Pradhan has developed training modules and has conducted several training programs on Education Objective Oriented Project Planning for NGOs and government functionaries. He has also developed and implemented an innovative education project for children of tribal communities. Over the past thirteen years Sikshasandhan has built its base by gathering valuable experience working in the most backward districts and regions of Orissa. The most notable is the establishment of Alternative Education Centers (AECs) in tribes’ predominant parts of the state through consortium partners. Sikshasandhan also conducts research, provides teacher training programs and workshops and raises awareness through organizing debates and publishing of articles. It has also developed needs-based cultural curriculum and primers for tribe children while also establishing village libraries in the form of a mobile library and a resource library.

Sikshasandhan has been working with the tribal community and ensuring significant contribution in the quality education of the children. Through their efforts in these years, children are being served hot cooked meal in the Anganwadi centres and SNP[1] centres; Anganwadi teachers are speaking in Ho language so that children attending the centers could easily understand that is impacting their regularity. The important achievement of the partner was delivering the classroom instructions in Ho language and appointment of teachers who can speak Ho language. Hence the regularity and enrolment of the children in schools get impacted. School Management Committees were strengthened through meetings, training and they supported in enrolment of children through drive, and improvement of infrastructure. Learning assessment of children was done in Anganwadi centers and schools. All the children from Anganwadi centers have a smooth transition to schools. In three preschool education centers Ho translated New Arunima modules were transacted with children. Meetings of children collectives and Community Based Organizers have been regularized through effective intervention by the organization. Children clubs were formed and regular meetings and life skill sessions are happening. There has been an increase in the percentage of pregnant and lactating women attending Village Health and Nutrition Day (VHND). Training and sensitization of issues led to the improvement of infrastructure in schools/Anganwadi centers and services. This year the partner has focused to ensure 100% retention of children in schools (6-14 years) and decrease dropouts in the 15-18 years age group. Below are some of the achievements due to the efforts of the organization:
• Increased enrolment in pre-school education.
• Regular attendance of pre-school goers.
• Quality of pre-school has improved owing to training of Anganwadi workers and helpers, increased community ownership.
• Enhanced transition and attendance rate among pre-school goers.
• Ensured appointment of language teachers.
• Increased attendance in primary level, better learning outcome validated through introduction of CCE[2] model by the organization.

Plans:

The organization’s focus of intervention is in the area of education (enrolment, retention and quality education).

The program will work towards the following Key Responsibility Areas (KRAs): 100% enrolment and retention of children (age: 3-18 years) in schools in operational areas and ensure that they are provided with a quality education
• Identify children who are not in operational schools and going to different schools and form groups of the children.
• All the children who are studying in the schools of the gram panchayat and outside the gram panchayat to be part of the adolescent group.
• Training with Community Based Organizers (CBO) s on identifying issues of villages and the way forward to solve the existing issues.
• Identify the total number of children in 3-6 years in the village, counsel all parents to enroll all children in ICDS centers; Get all the children enrolled in the ICDS center.
• Identify the children enrolled in school of the gram panchayat; Identify the requirement of materials required for educational support.
• Identify all the children who are in Anganwadi and will transit to the primary school; counsel parents so that they are enrolled in the primary school; counsel the Anganwadi worker so that they help in the transition to the Primary School.
• Ensure 100% children are transiting from grade 5 to grade 6 and grade 8 to grade 9 and from grade 10 to grade 11.
• Ensure 80% children cleared 10th and 12th board exams. Identify all the children who are in the 10th and 12th grade; counsel the parents so that they are giving the exams; counsel the school teacher so that they help children appear in the board exam.

Milestones of the RTE[3] Act are implemented in 9 schools in the project Area.
• Regular visits in all the 9 schools by the project staff to discuss problems of the school with households; households will facilitate meeting with the SMC members in finding out the solution for problems faced by the school.
• Capacity building sessions of School Management Committee (SMC) members on “understanding SMC and its importance”; Formation of groups in SMC who will lead meetings and identify issues in the school.
• Conduct regular SMC meetings and listing of all problems the school is facing and prioritize the issues on the basis of urgency; Identify issues to be solved and steps to be taken to solve the issue.
• Conduct a meeting with SMC to develop an understanding about the School Development Plan; identify areas of gap and improvement.
• Making of School Development plans based on the RTE compliant through engage SMC to make SDP based on the failing parameters of the schools; regular SMC meeting to solve issue identified; Take steps to resolve the issue; Ensure that 80% of the schools are RTE compliant
• Conduct a training of frontline workers to refine their understanding of the concept of RTE; Select two schools where all the parameters of RTE can be implemented;

Develop understanding on age appropriate quality parameters especially with respect to learning achievements and make recommendations on quality parameters inclusive of both aspects of infrastructure and learning outcomes.

• Schools where teaching and learning materials (TLM) support is provided through making a list of all the TLMs required by the schools; Liaison to get all the TLMs delivered to the school.
• 25 school teachers trained by identifying the teachers having the need to be trained; Identifying the topics on which the training needs to be done.
• Identify TLMs prescribed by the Government; Identify availability of TLMs by the Centre/ school; Conduct a demonstration of the use of TLMs by the teacher; ensure the use of the TLMs by the teachers.
• Conduct a training of teachers to assess the understanding of teachers on the concept of CCE; regularly monitor the implementation of the CCE in the school.
• Prepare a study on the impact of Local Language based teaching and learning practices.

Financial Summary: January to December 2021


Budget Breakup 2021

Education

11,337

84%

Administration

2,159

16%

Total Grant Approved

13,496

100%